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Педагогічні умови розвитку мотивації до вивчення іноземних мов у студентів освітніх закладів культури

ISSN: 2310-8290

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dc.contributor.author Малінка, Олена Олександрівна
dc.date.accessioned 2011-09-23T11:57:55Z
dc.date.available 2011-09-23T11:57:55Z
dc.date.issued 2010
dc.identifier.citation Малінка, Олена Олександрівна. Педагогічні умови розвитку мотивації до вивчення іноземних мов у студентів освітніх закладів культури : автореферат дис. ... канд. пед. наук : 13.00.04 / О. О. Малінка ; керівник роботи Г. Д. Панченко ; Нац пед. ун-т ім. М. П. Драгоманова. - Київ, 2010. - 20 с. ru_RU
dc.identifier.uri http://enpuir.npu.edu.ua/handle/123456789/42
dc.description.abstract Наведено результати теоретико-експериментального дослідження проблеми розвитку мотивації до вивчення іноземних мов у студентів освітніх закладів культури. Визначено педагогічні умови розвитку мотивації до вивчення іноземних мов у студентів: створення ситуацій гарантованого успіху у навчанні, забезпечення позитивного емоційного фону, організація вивчення іноземних мов як процесу, зорієнтованого на майбутню професію. Обгрунтовано технологію реалізації даних педагогічних умов, експериментально перевірено її ефективність у процесі навчання студентів іноземної мови. ru_RU
dc.description.abstract The thesis contains the results of theoretical and experimental study of the problem of developing foreign languages learning motivation of students of educational institutions of the sphere of culture. In the research there are defined the pedagogical conditions of developing students’ motivation towards foreign languages learning. The introduction proves the actuality and expediency of the investigation, defines its aim, tasks, object and subject, formulates the methodical and theoretical bases, discloses the scientific novelty, theoretical and practical significance of the obtained results, provides the ways of approbation. The first chapter reflects the theoretical analysis of main approaches to the definition of the “motive”, “motivation”, “learning motivation” and “professional motivation”. Dynamic and conceptual characteristics of motives, functions of motivation are disclosed. Specific features of students’ motivation sphere are defined and the classification of learning motives is suggested. Among the characterized groups of learning motives much attention is paid to professional motives since they can not be considered completely intrinsic or extrinsic. According to their nature they are extrinsic and according to the intended purpose – intrinsic. It is also proven that motives are closely connected with emotional phenomena. Particularities of foreign languages learning motivation are investigated in the context of foreign languages’ being a specific discipline which is simultaneously both the aim and means of learning and is characterized by such peculiarities as subjectlessness, inhomogenuity and infinity. One more peculiarity is the negative attitude of people towards foreign languages as to a very difficult discipline which is impossible to master. So, one of the main tasks which must be solved by teachers is to direct their efforts to neutralisation of students’ negative attitude towards foreign languages learning and to forming their positive learning motivation. In the first chapter there are also formulated conceptual statements of the technology of the foreign languages experimental teaching. Among them there are the following: the experimental foreign languages teaching must be carried out within the principles of the communicative, personal-assignment and contextual approaches; it is necessary to consider students’ “zone of the nearest development”. In the second chapter the conditions of developing foreign languages learning motivation are defined and substantiated. They are: creation of situations of guaranteed success in the process of foreign languages learning, providing of the positive emotional background of the studying process, and organization of foreign languages learning as the process oriented towards their future profession. The main indices and criteria of defining students’ motivation levels, stages of the experiment are disclosed. To the main criteria belong: students’ satisfaction with the studying process and future profession; their attitude towards studying; activity and creativity in the process of studying, in particular such their forms аs independence and self-regulation; prevailing motivation type (intrinsic, extrinsic positive or extrinsic negative) and domination of certain motives. By means of the mentioned criteria there were defined three levels of development of students’ learning and professional motivation: high, medium and low. According to the results of the diagnostic stage of the investigation most of the students had a medium level of these types of motivation. During the forming stage there was taken into consideration the fact that the abovementioned pedagogical conditions must be interrelated and realized simultaneously and systematically in order to make the studying process the most effective. Much attention was paid to creating the communicative-reflexive environment in which all students despite their level of foreign languages knowledge could participate in problems’ discussion. The forming investigation involved approbation of the experimental technology at foreign languages lessons at educational institutions of the sphere of culture. Qualitative and quantitative analysis of the received data proves that the suggested technology provides the increase of students’ motivation towards foreign languages learning. The thesis proves the effectiveness of the pedagogical technology based on the abovementioned conditions and reveals the positive quality changes in the students’ foreign languages learning motivation. The investigation doesn’t pretend to be exclusive decision of all aspects of the problem of developing students’ foreign languages learning motivation. Basic results are inculcated in the educational process of a few higher schools. Efficiency of the offered conditions is experimentally tested. Recommendations for the teachers are formulated ru_RU
dc.language.iso uk ru_RU
dc.publisher НПУ імені М.Драгоманова ru_RU
dc.subject мотив ru_RU
dc.subject навчальна мотивація ru_RU
dc.subject професійна мотивація ru_RU
dc.subject педагогічні умови ru_RU
dc.subject ситуація гарантованого успіху ru_RU
dc.subject позитивний емоційний фон ru_RU
dc.subject ситуація професійного характеру ru_RU
dc.subject motive ru_RU
dc.subject motivation ru_RU
dc.subject learning motivation ru_RU
dc.subject professional motivation ru_RU
dc.subject pedagogical conditions ru_RU
dc.subject situation of guaranteed success ru_RU
dc.subject positive emotional background ru_RU
dc.subject vocational situation ru_RU
dc.subject.classification 37.015.3:005.32:811.11 ru_RU
dc.title Педагогічні умови розвитку мотивації до вивчення іноземних мов у студентів освітніх закладів культури ru_RU

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